強調親師合作之專題學習－以國小「探索昆蟲世界」之主題為例

傳送到

題名:
強調親師合作之專題學習－以國小「探索昆蟲世界」之主題為例
著者: 張仁全; Chang, Jen-chuan
林哲彥; JER-YAN LIN; 自然科學教育學系碩士班
主題: 親師合作; Teacher-Parent Coordination
描述: 本研究乃藉由「個案研究法」，以質性的方式探討個案教師及家長在共同指導學生實施專題學習的歷程中，對學習內容、理念、評量及其對後續應用於教學之價值的相關觀點。專題學習是一種環繞著專題來組織學習的模式，這些專題都是一些在生活中發現，具有挑戰性的難題或問題的複雜作業，學生必須進行設計、問題解決、做決定或調查研究等多項活動，學生有機會在一段較長的時間裡，以相當獨立自主的方式工作（學習），最後終究成就出真實性的作品或成果表現。本研究強調建構一個「親師合作」的專題學習模式，其課程設計是以Krajcik, Czerniak, & Berger三位學者在「教孩子科學一書中」所發展的六個程序為學習活動之設計基礎，並以Steinberg以自然科專題學習的觀點所提出的「設計專題的6A原則」為自我評估的工具，發展一套適合國小以「探索昆蟲世界」為主題之專題學習活動。本研究以「持續比較法」分析資料，研究者藉由「研究日誌」的反思，時時檢視自己思想情感的脈絡，調整自己必須站在中立的立足點觀察整個教學過程，並以「三角校正法」建立內在信度，而得到下列數項發現：一、能藉由專題學習實踐建構主義的理想，為個案教師投入專題學習的最大原因。在探究專題學習意義的過程中，個案教師也充分運用建構主義的相關概念。二、個案家長主要是基於兒童的利益為考量前提參與專題學習，此前提主要基於兩點：孩子學習的興趣和把握住開放教育的精神。三、基於解決現實困難的考量而又尊重教師專業的前提下，個案教師願意尋求家長的支持與協助。在尊重教師專業的前提下，家長成功的解決個案教師在專題學習過程中實際的教學困境。四、在與家長溝通專題學習的理念過程中，個案教師充分尊重家長自由運用原理原則。個案教師與家長也能彼此建立彈性、靈活，而又明確的分工模式。五、個案教師透過亞歷山大蝴蝶園真實的情境及適切的教學技巧使家長建立明確指導、研究的方向，也成功的激起學生學習的熱誠。六、親師之間協同教學的最大特色，是在於彼此之間藉由溝通建立共同的理想，實踐共同的理念。七、於國民小學的教學環境中建構親師合作共同指導學生專題學習的可行模式必須考慮到下列幾項要素：適當的社會條件、家長及教師具備符合專題學習理論的教育信念、家長及教師清楚認知實踐專題學習的困難、成功的親師溝通。
The purpose of this study was to investigate, in a “case study” and qualitative way, the opinions of the case teacher and parents on learning content, concepts, evaluation and other values applied to teaching in the process of co-instructing students to do project-based learning. Project- or problem-based learning is a learning mode organized around special topics available in life. These topics are either challenging problems or complicated questions. Students must carry out a series of activities, such as designing, resolving problems, making decisions or doing research. They have chances to work independently in a long period of time so as to produce real work or present some accomplishment. This study highlighted a project-based learning mode based on parent-teacher collaboration. The curricula were based on the six procedures developed by three scholars, Krajcik, Czernial, and Berger in Teaching Children Science while the self-evaluation tool came from Steinberg’s 6A Principles of Designing Special Topics. The final products were project-based learning activities centered on “exploring insects world” for third graders. This author applied the “constant comparison method” to analyze the data. In constant introspection by keeping a research diary, this author tried his best to remain objective and to establish internal reliability by triangulation when observing the whole teaching process. The conclusions are as follows.1. To realize the ideals of Constructivism through project-based learning is the prime motive of the case teacher’s devotion to project-based learning. In the process of probing into the meaning of project-based learning, the case teacher also made full use of the related concepts of Constructivism.2. Their children’s interest/welfare and the insistence on an open education were the prerequisites to the participation of the case parents. 3. In order to clear away difficulties, the case teacher was willing to seek support and help from the parents as long as they would respect him for his professionalism. The parents also helped solve the teaching difficulties the teacher had faced in the whole process.4. During the process of communicating with the parents about the ideas of project-based learning, the case teacher fully served their wills. In this way, the teacher and the parents established a flexible relationship based on division of labor.5. Alexander Butterfly Garden and the teacher’s teaching skills showed the parents a good way to help their children and to excite their enthusiasm.6. The major characteristic of teacher-parent collaboration was that they cooperated to establish common ideas and to make these ideas come true.7. When it comes to teacher-parent co-instruction in project-based learning in primary schools, the following issues should be taken into consideration: proper social conditions, teachers’ and parents’ access to the ideas of project-based learning, their awareness of the upcoming difficulties, and successful communication between them.
碩士
建立日期: 2003
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5044
資源來源: NUTN IR

連結

連回原始介面

強調親師合作之專題學習－以國小「探索昆蟲世界」之主題為例

張仁全; Chang, Jen-chuan 林哲彥; JER-YAN LIN; 自然科學教育學系碩士班 2003

正在檢索遠程資料庫，請稍等